The curriculum

Age group: 2 - 5 year olds
Time: - - - - - - - - - -

Tucked away from the hustle and bustle of city life, First Steps Yelahanka offers a large play area, with an abundance of greenery, fresh air and sunshine. Apart from academics, this school offers facilities to children where they can experience nature at it‘s best and learn through exploring and discovering for themselves.
Riding, swimming, trekking, climbing a tree house, gardening, feeding the ducks, raking hay pushing a wheel barrow and enjoying a bullock- cart ride, all contribute to the uniqueness of the curriculum.
Keeping the above in mind, the lesson plan has been formulated. Numerous activities and experiences called possibilities are outlined below;
Activities are included in the following categories... 

• Dramatic Possibilities
  A variety of soft dolls and stuffed animals/puppets fascinate toddlers. Role play using appropriate props such as hats, scarves, caps etc. help toddlers play together and contribute to vocabulary development and an understanding of the real world.
• Sensory or Art Possibilities
  Sensory, sand and water experiences are a main stay of any play school programme. Water is soothing, water toys stimulate play. The splashing and slapping of water produces interesting reactions. Art activities at this stage are sensory in nature. We allow children to enjoy the feel of finger paint, the smell of crayons and the texture of paper. It really does not matter about how an art activity turns out. We like to watch the various expressions on the child’s face and the sheer joy that the activity gives him or her.
• Curiosity Possibilities
  Manipulative toys are often favorite toys. Empty cartons, tents, etc. provide material for a wide range of exploration. Things to count, sorting out shells and beads, the concept of more or less and ownership of toys and material are important.
• Repetition of Movement and Activity
  It is vitally important for brain development. Repetition helps to wire their brains as it strengthens neural pathways that are developing.
• Problem Solving
  Square blocks, puzzles and empty plastic jars with tops to undo are activities provided.
• Construction Possibilities
  Construction blocks – putting things together, taking things apart, building them again, provide powerful opportunities for children to experience control over their lives at school and it facilitates their emerging self control.
• Literacy Possibilities
  Story time picture books are important. In addition, nursery rhymes and finger plays are also done.
• Music Possibilities
  Music is a natural, enjoyable part of the environment. The chirping of birds, neighing of horses, quacking of ducks, all provide the right stimulus for listening skills, which later improves their facility with the written word. Music hour with the music teacher will see a medley of popular nursery songs being sung.
• Outdoor Possibilities
  Fresh air, greenery, changes in light because of cloud movements, shade breeze, digging in the sand and dirt all add too the richness of the outdoor experience. Activities such as cycling, climbing rope ladders, a tree house, raking hay, pushing wheel barrows and balancing beams, all develop physical coordination in the child and promote the growth of the larger muscles.
  Activities such as threading beads, sorting out different grain, working on Lacing boards, etc. help in the development of the finer muscles. Activities such as shelling peas, making juice, grating vegetables and paper cutting aid in finger dexterity which helps the child think more nimbly.
• Project Possibilities
  Repeated activities or experiences that stretch over periods of time is documented. Projects are important, because they provide a continuity of experience as well as an opportunity to practice and enjoy the topic again and again. eg Show and Tell improves the vocabulary and self-confidence in a Child.
• Memory
  To improve the memory, animal sounds are played from an audio cassette. The child recognizes the animal. Like-Wise, Similar Activities will be conducted to develop the memory.
• Auditory Commands
  Simple commands of one or two lines are given: "pick up your bag and go to the door". Gradually the child learns to listen and follow a given set of instruction.
• Visual Memory
  The child is asked to name objects that are shown on a tray and then removed to improve the visual memory. Activities such as folding a napkin or drawing a picture are also given to enhance the visual memory of a child.
• Visual Perceptual Motor Skills
  These are taught by encouraging a child to complete a given picture. eg; eyes, nose, mouth to be drawn in a face or lines to be filled within a kite to complete the picture.
• Writing
  We begin with beginners’ activities, such as paper tearing and rolling as well as scribbling and colouring. Then pattern lines are taught and depending on the age group, writing is taught, first with chalk then with crayon and then with pencil, for each stage is an achievement for the child.
• Number Concept
  Counting is made fun by counting people on a bus.
  Counting as a game; a child wears socks on his hands and becomes a SEAL. Other children throw numbered fish at him and learn to count.
  Naming and defining comes with playing games such as a visit to the supermarket, restaurant, a visit to the doctors clinic, dentist etc.

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